Online information seeking and knowledge sharing practices of science teachers

Samia Khan, Eric Meyers, Elise Gowen, Kendal Bergman

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)


    Despite a preponderance of research into student online information seeking behaviors, we still know precious little about the online information seeking of their teachers. Yet teachersare the ones who shape thecurriculum in the classroom and shape the way Information and Communication Technology (ICT) is utilized in formal learning contexts. Online information resources are particularly important for science teachers, who require sound, up-to-date knowledge in a field where new breakthroughs are always emerging. To better understand the way science teachers use and share information online, the research team performed five casestudies, followingfive science teachers' online behaviors for their classroom practice over the course of three months,collecting initial data through aquestionnaire, two interviews, and longitudinal web histories. This study contributes to a broader understanding of information behavior of professional practice, and provides valuable information about an understudied group of users.

    Original languageEnglish
    Pages (from-to)1-4
    Number of pages4
    JournalProceedings of the ASIST Annual Meeting
    Issue number1
    Publication statusPublished - 24 Apr 2014


    • Information behavior
    • Information sharing
    • Internet
    • Science teachers
    • Social media

    ASJC Scopus subject areas

    • Information Systems
    • Library and Information Sciences


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